Level 3 Writing (Yr 6 National Standards) Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards
Surface Features – Writing L3
I am Beginning
I am Developing
I am Achieving
I am an Expert
SF: Punctuation
- Capitals, Full stops, Commas, Question Marks are used correctly
- I use speech marks in my writing when someone says something
- I use apostrophes correctly, e.g. don’t, shouldn’t, can’t
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
SF: Grammar
- I use the right location word in a sentence – on, beside, under, behind
- I write when something happened properly – I saw (past), I see (present), I will see (future) and it stays the same all the way through the writing.
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
SF: Spelling - I can spell lots of words that I use every day – and, but, here, you, school, house
- I proof read my work and fix errors
- I can spell less common words - words with three syllables e.g. exciting, usual
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
Deeper Features – Writing L3
I am Beginning
I am Developing
I am Achieving
I am an Expert
DF: audience/ purpose - I know who I am writing for (audience) - I use words from our topic to make my writing interesting - I use time related vocabulary e.g. first, next, then … - I use editing time to check if my writing meets the purpose e.g. does it inform?, does it explain?
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: Ideas
- I plan my writing
- I use the plan to help me write
- I support each new idea with good detail
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: Structure
- I put my writing in the correct order
- I have an introduction, main body and a conclusion
- I separate my ideas into paragraphs
- I use simple and compound sentences
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: passive voice
- I use bullet or number lists
- I use a passive voice example:
I mixed the eggs and butter = personal voice
Mix the eggs and butter = passive voice
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards
Surface Features – Writing L3
I am Beginning
I am Developing
I am Achieving
I am an Expert
SF: Punctuation
- Capitals, Full stops, Commas, Question Marks are used correctly
- I use speech marks in my writing when someone says something
- I use apostrophes correctly, e.g. don’t, shouldn’t, can’t
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
SF: Grammar
- I use the right location word in a sentence – on, beside, under, behind
- I write when something happened properly – I saw (past), I see (present), I will see (future) and it stays the same all the way through the writing.
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
SF: Spelling
- I can spell lots of words that I use every day – and, but, here, you, school, house
- I proof read my work and fix errors
- I can spell less common words - words with three syllables e.g. exciting, usual
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
Deeper Features – Writing L3
I am Beginning
I am Developing
I am Achieving
I am an Expert
DF: audience/ purpose
- I know who I am writing for (audience)
- I use words from our topic to make my writing interesting
- I use time related vocabulary e.g. first, next, then …
- I use editing time to check if my writing meets the purpose e.g. does it inform?, does it explain?
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: Ideas
- I plan my writing
- I use the plan to help me write
- I support each new idea with good detail
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: Structure
- I put my writing in the correct order
- I have an introduction, main body and a conclusion
- I separate my ideas into paragraphs
- I use simple and compound sentences
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast
DF: passive voice
- I use bullet or number lists
- I use a passive voice example:
I mixed the eggs and butter = personal voice
Mix the eggs and butter = passive voice
I need the teacher to help me.
I try first and my teacher checks it with me.
I can do this almost all the time
I do this all the time and only make a mistake when I go too fast